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Relevant bibliographies by topics / Inclusion of students with disabilities

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Academic literature on the topic 'Inclusion of students with disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Inclusion of students with disabilities"

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Khalid, Saiju. "Students with Learning Disabilities and Inclusion." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 897–901. http://dx.doi.org/10.31142/ijtsrd13102.

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Kart, Ayse, and Mehmet Kart. "Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature." Education Sciences 11, no. 1 (January 1, 2021): 16. http://dx.doi.org/10.3390/educsci11010016.

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In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding.

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Kelly, Edward J. "Attitudes of Parents of Nondisabled Students regarding Inclusion of Disabled Students in Nevada's Public Schools." Psychological Reports 88, no. 1 (February 2001): 309–12. http://dx.doi.org/10.2466/pr0.2001.88.1.309.

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Opinions of 370 parents of students without disabilities about inclusive programming were compared with those obtained from a previous study of 65 parents of students with disabilities. Both groups of parents positively rated opinion statements favoring inclusion; however, parents of students with disabilities consistently rated inclusion-focused statements more positively than parents of nondisabled students.

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Vinković, Dajana, and Andrej Hodonj. "Secondary school students' attitudes towards the inclusion of students with developmental disabilities in the regular education system." Život i škola 66, no. 2 (December 23, 2020): 41–50. http://dx.doi.org/10.32903/zs.66.2.3.

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Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclusion of students with disabilities in the regular education system. Female participants and older participants (17 - 19 years old) express more positive attitudes towards the inclusion of students with disabilities in the regular education system. Differences with respect to the type of school students attend have not been confirmed. Correlation analysis shows a moderately positive correlation between the attitudes of high school students towards the inclusion of students with developmental disabilities in the regular education system and inclusive school culture. This is an important pedagogical implication, because it emphasizes the importance of socialization and inclusion.

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Gallego-Ortega, José Luis, and Antonio Rodríguez-Fuentes. "Teaching Attitudes towards Students with Disabilities." Mathematics 9, no. 14 (July 11, 2021): 1637. http://dx.doi.org/10.3390/math9141637.

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(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.

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Zirkel, Perry A. ""Full Inclusion" of Students with Disabilities." NASSP Bulletin 77, no. 553 (May 1993): 96–100. http://dx.doi.org/10.1177/019263659307755314.

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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.

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Annie, Penda, and Muvombo Moono. "VIEWSOF STUDENTS ON THE INCLUSION OF LEARNERS WITH DISABILITIES." International Journal of Research -GRANTHAALAYAH 7, no. 3 (March 31, 2019): 142–47. http://dx.doi.org/10.29121/granthaalayah.v7.i3.2019.954.

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This manuscript is about the study conducted in order to establish the views of students at Kwame Nkrumah University concerning the inclusion of learners with disabilities. Three objectives were administered, and these were to establish the views of students concerning the inclusion of learners with disabilities, to identify the benefits of inclusive education and to determine what should be done to promote inclusive education. The findings were that, there is positive treatment of learners with disabilities and that they are able to learn with others who are not disabled, they need modified curriculum and more resources, the environment is being modified bit by bit. It was also found that, some teaching methods being used are not suitable. Among the benefits realised from inclusive education which were established through the views of students were that, some learning materials are given to learners with disabilities, there is social and academic interaction between learners with and without disabilities, there is positive attitude towards learners with disabilities in inclusive setting, equality and the right to education are being realised. Concerning what has to be done to improve inclusive education students views were that there is need for awareness campaign about inclusive education, more learning materials are needed, modification of existing teaching methods and infrastructure is needed and positive language towards learners with disabilities is required. The semi-structured interview guide was administered when collecting data from fifteen respondents.

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Molina, Silvia. "Including students with disabilities in Learning Communities." Psychology, Society, & Education 2, no. 1 (April 21, 2017): 1. http://dx.doi.org/10.25115/psye.v2i1.431.

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Abstract: Learning Communities is a project for school transformation the objective of which is to achieve high quality education for all students, avoiding all type of segregation due to students’ level of attainment or other characteristics, and any type of differentiation or acritical adaptation of the curriculum, which may lead to unequal learning results. Students with disabilities have traditionally been subject to these types of practices which, nevertheless, have dubious results as far as the learning and social integration of these students is concerned. It is necessary to identify educational strategies which respond to the specific needs of these students within the framework of the same educational environment and the same learning objectives, as is being claimed from the inclusive education perspective. Starting from these premises, in this article we review the Learning Communities model as a school model which contributes to the inclusion of students with disabilities. Firstly, we will define the term “disability” and its educational implications as compared to other concepts which have also been used in this field. Secondly, we describe some of the characteristics of the learning communities in relation to inclusive education and we focus particularly on the way in which the learning communities approach responds to the specific educational needs of students with disabilities. Finally, we will focus on a specific classroom practice, the interactive groups, and its contributions to the inclusion of students with disabilities. La inclusión de alumnado con discapacidad en las Comunidades de AprendizajeResumen: Las Comunidades de Aprendizaje son un proyecto de transformación de los centros educativos cuyo objetivo es conseguir una educación de calidad para todo su alumnado, evitando todo tipo de segregación en función del nivel de aprendizaje o de otras características, y cualquier tipo de diferenciación o adaptación acrítica del currículum que pueda llevar a resultados educativos desiguales. El alumnado con discapacidad es un colectivo que tradicionalmente ha sido objeto de este tipo de prácticas, que sin embargo aportan resultados dudosos tanto en cuanto a su aprendizaje como a su integración social. Es necesario identificar estrategias educativas que den respuesta a las necesidades específicas de este alumnado en el marco de un mismo entorno y unos mismos objetivos de aprendizaje, tal como se viene defendiendo desde la educación inclusiva. Partiendo de estas premisas, en este artículo revisamos el modelo de las Comunidades de Aprendizaje como modelo de escuela que contribuye a la inclusión del alumnado con discapacidad. En primer lugar, situamos conceptualmente el término “discapacidad” y sus implicaciones educativas frente a otros conceptos que también se han venido utilizando en este ámbito. En segundo lugar, describimos algunas de las características de las comunidades de aprendizaje en relación a la educación inclusiva, y nos centramos especialmente en cómo el planteamiento de las comunidades de aprendizaje responde a las necesidades educativas especí- ficas del alumnado con discapacidad. Por último, nos centramos en una práctica de aula concreta, los grupos interactivos, y sus contribuciones a la inclusión del alumnado con discapacidad.

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WIGLE, STANLEY E., and DARYL J. WILCOX. "Inclusion." Remedial and Special Education 17, no. 5 (September 1996): 323–28. http://dx.doi.org/10.1177/074193259601700508.

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There has been a great deal of controversy surrounding the inclusion of students with disabilities in general education classrooms. when students with disabilities are included in general education classrooms, such placements must be congruent with the concept of least restrictive environment (lre). five criteria are identified in this article as elements important to the establishment of an lre within inclusive general education classrooms. these criteria have implications for the preparation of preservice teachers. these implications are the foci for suggested teacher preparation program elements related to the efficacy of preservice classroom teachers.

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Dissertations / Theses on the topic "Inclusion of students with disabilities"

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Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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Amayo, Jeanette. "INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3262.

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The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Ablaeva, Yelena, and Yelena Ablaeva. "Inclusion of Students with Disabilities in Study Abroad: Current Practices and Student Perspectives." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12426.

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While there has been an increase in the numbers of students studying abroad each year, the participation of students with disabilities remains low. As internationalization of higher education takes news steps, bringing along with it the myriad benefits of intercultural exchange, study abroad becomes an important and often required component of educational experience. This study explored the current practices and experiences of the inclusion of students with disabilities in study abroad programs. The interviews with 10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal discrepancies in the perceptions of the current practices. In light of the findings of this research, I argue that the study abroad experience promotes higher levels of identity development for students with disabilities. I also propose recommendations to ensure the positive experience for both study abroad professionals and students with disabilities.

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Chandler, Taleshia Lenshell. "School Principal Attitudes Toward the Inclusion of Students with Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/177.

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Inclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondary school levels. Therefore, the purpose of this nonexperimental, quantitative study, based on transformational leadership theory, was to examine the attitudes of principals toward the inclusion of students with disabilities in general education classrooms. An electronic version of The Principals' Attitudes Toward Inclusive Education Scale was used to collect data from principals in a southeastern school district (n = 73). The predictor variables were age; gender; years of administrative; teaching; special education experience; and having a friend or relative with a disability. The criterion variable was principal attitudes toward inclusion. Data were analyzed using descriptive statistics and multiple linear regression. Results indicated that overall principals had positive attitudes toward inclusion. Having relatives and/ or friends with disabilities and special education experience were significant predictors of favorable attitudes toward inclusion. This study contributes to positive social change by illuminating which variables are related to principals' positive attitudes toward inclusion programs. This information will assist principals, assistant principals, and school administration preparatory programs with understanding how special education training and experience with individuals with disabilities affect their attitudes toward the inclusion of students with disabilities.

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Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.

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General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.

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Riegert, Jesse. "Teacher attitudes on the effect of inclusion on students without disabilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006riegertj.pdf.

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Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

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Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.

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Nowicki, Elizabeth A. "Inclusion strategies and attitudes of adolescents towards students with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ30717.pdf.

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Myers, Mindy D. Mrs. "Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2266.

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The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed consisted of a survey design using a 4-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed using a single sample t-test with mid-point of the scale (2.5) as the value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of inclusion were significantly positive.

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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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Books on the topic "Inclusion of students with disabilities"

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Smith, J. David. Inclusion: Schools for all students. Belmont, CA: Wadsworth Pub. Co., 1998.

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McLeskey, James. Inclusion: Effective practices for all students. Upper Saddle River, N.J: Pearson Education, 2009.

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S, Rosenberg Michael, and Westling David L, eds. Inclusion: Effective practice for all students. 2nd ed. Saddle River, N.J: Pearson, 2013.

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Organisation for Economic Co-operation and Development, ed. Inclusion of students with disabilities in tertiary education and employment. Paris: OECD, 2011.

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Jenkins, Lindburg Jaci, and Nied Danielle M, eds. Allies for inclusion: Disability and equity in higher education. San Francisco, California: Jossey-Bass, 2013.

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Ireland. Department of Education and Science. Inspectorate. Inclusion of students with special educational needs: Post-primary guidelines. Dublin: Stationery Office, 2007.

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Quicke, John. Inclusion and psychological intervention in schools: A critical autoethnography. Dordrecht: Springer Verlag, 2008.

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Ideas for inclusion: The classroom teacher's guide to integrating students with severe disabilities. Longmont, CO: Sopris West, 1993.

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Whatever happened to inclusion?: The place of students with intellectual disabilities in education. New York: Peter Lang, 2010.

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W, Carter Erik, ed. Peer buddy programs for successful secondary school inclusion. Baltimore, Md: P.H. Brookes Pub. Co., 2008.

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Book chapters on the topic "Inclusion of students with disabilities"

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Cavaiuolo, Domenico. "Inclusion Considerations." In Working with Students with Disabilities: Preparing School Counselors, 233–76. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n11.

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Kovács, Krisztina. "Empowerment of Students with Disabilities in University Setting." In Inclusion, Equity and Access for Individuals with Disabilities, 581–601. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_28.

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Finnvold, Jon Erik. "What Can We Learn from World of Warcraft? Social and Digital Inclusion in Secondary School." In Integrating Students with Disabilities in Schools, 87–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78194-1_5.

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Mutua, Kagendo, Amy Williamson, John Myrick, Jim Siders, and Dongjin Kwon. "Long Overdue: Inclusive College for Students with Intellectual Disabilities." In The Sage Handbook of Inclusion and Diversity in Education, 351–62. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470430.n29.

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Foulis, Cam. "Inclusive Learning for Students with Disabilities." In The Challenge of Teaching, 151–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_21.

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Datta, Poulomee, Santoshi Halder, Joy Talukdar, and Tania Aspland. "Barriers and Enablers to Inclusion of University Students with Disabilities in India and Australia." In Inclusion, Equity and Access for Individuals with Disabilities, 525–53. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_26.

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Nikolaraizi, Magda, Christina Kofidou, and Merv Hyde. "The Role of Self-Advocacy in Academic Access for Students Who Are Deaf or Hard of Hearing in Higher Education." In Inclusion, Equity and Access for Individuals with Disabilities, 383–408. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_19.

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Lopes-de-Oliveira, Maria Cláudia, and Ana Cláudia Rodrigues Fernandes. "Ethics and Alterity: The Inclusion of Students with Disabilities in Higher Education." In Cultural Psychology of Education, 103–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70506-4_6.

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Covelli, Venusia, Rossella Mana, Laura Panizza, Luigi Sarti, and Elisa Zugno. "Higher Education and Students with Disabilities: e-Learning for Inclusion at eCampus University." In Higher Education Learning Methodologies and Technologies Online, 18–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31284-8_2.

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Weigert, Susan C. "U.S. Policies Supporting Inclusive Assessments for Students with Disabilities." In Handbook of Accessible Achievement Tests for All Students, 19–32. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9356-4_2.

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Conference papers on the topic "Inclusion of students with disabilities"

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Williamson, Pamela, Hanna Moore, Debora Snider, Michael Beyrer, Amanda Allgood, Caroline Bostian, Kelsey Pyle, and Wendy Young. "IMPLEMENTING INCLUSION FOR STUDENTS WITH MODERATE AND SEVERE DISABILITIES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0501.

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Iswari, Mega, Armaini, Zulmiyetri, Irradhiatul Jannah, Safaruddin, Rahmahtri Silvia, and Irdamurni. "Lecturers’ Perspective on Inclusion: Inclusive Education Service for Students with Disabilities in University." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.027.

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Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.

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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.

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Hussain, Farhat Naz, Alesha Smith, and Kyle John Wilby. "Awareness of Disabilities in Pharmacy Program Recruitment Material: Are we doing Enough?" In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0116.

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Introduction: Targeted recruitment of students with disabilities is a novel area in pharmacy education and may help to attract qualified students in light of decreasing applicant numbers. Therefore, the aim of this study was to explore the visibility of disabilities within online recruitment material for pharmacy programs and to determine the location of targeted information available to prospective students with disabilities. Methods: The top 50 ranked programs offering a professional pharmacy degree under the Pharmacy and Pharmacology QS subject rankings were identified and included if recruitment material was published in English. Online recruitment material was reviewed for presence of persons with disabilities in photos, presence or description of persons with disabilities in videos, information specific to disabilities on the program website, and information specific to disabilities on the university website (if not located on the program website). Results: For inclusion, 41 out of 50 pharmacy schools met the criteria. No institutions displayed visual student disabilities in pictures or videos of recruitment material. Overall, the majority of institutions (88%) provided information for prospective students with disabilities. The type of information offered was highly variable across institutions. Of the top 50 pharmacy schools in the USA, 85% have information on student disability through the pharmacy homepage and 75% of institutions in Europe provided information through the university homepage. Interestingly, 62.5% of schools in Asia did not provide student disability information. Conclusions: Recruitment material for pharmacy degree programs should be current, inclusive, and reflective of student populations eligible to be admitted. This study found a distinct underrepresentation of students with disabilities and information pertaining to disabilities within recruitment material for a sample of international pharmacy programs.( *This study has now been published. Hussain FN, Smith A, Wilby K. The Visibility of Disabilities within Pharmacy Program Recruitment Material. INNOVATIONS in pharmacy. 2020;11(3). doi: https://doi.org/10.24926/iip.v11i3.3339.)

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Morgado, Beatriz, Noelia Melero, Víctor Molina, and María Dolores Cortés-Vega. "Inclusive University Classrooms the importance of faculty training." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2630.

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The presence of students with disabilities in the universities is increasing. Faculty need to be trained in order to attend these students and with the objective to offer and inclusice education. The aim of this communication is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilitis participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the important of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of iimproving a positive attitude toward the disability. These results are dicussed in line with other studies. Recommendations are maded according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.

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Ignacio Sanchez, Ricardo L., Israel Duran Encinas, Jesus A. Zuniga Arce, and Arturo I. De Casso Verdugo. "The Inclusion of Students from high Level Education with Disabilities through ICT's." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00038.

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Jaafar, Syed Muhammad Rafy Syed, Rosnizam Maarof, Muhammad Juzaili Hisam, and Nik Nor Farah Annysa Husin. "Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.030.

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

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Carabajal, Ivan G., and Christopher L. Atchison. "THE FIGHT FOR INCLUSION: UNDERSTANDING ACCESSIBILITY FROM THE PERSPECTIVES OF STUDENTS WITH DISABILITIES." In 52nd Annual North-Central GSA Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018nc-312923.

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Judge, Sharon. "INCLUSION IN THE WORKFORCE FOR STUDENTS WITH INTELLECTUAL DISABILITIES: A SPANISH POSTSECONDARY EDUCATION PROGRAM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0077.

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Reports on the topic "Inclusion of students with disabilities"

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Moreno, Regina. Paraprofessionals Who Work with Elementary Grade Students with Significant Disabilities in Inclusive Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7274.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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Roberts, Teresa. Inclusion for Speech-Language Pathology Minority Graduate Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7489.

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Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha, and Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, January 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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Duryea, Suzanne, Juan Pablo Salazar Salamanca, and Mariana Pinzon Caicedo. We the People: Inclusion of People with Disabilities in Latin America and the Caribbean. Inter-American Development Bank, November 2019. http://dx.doi.org/10.18235/0002010.

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McNulty, Kristy. Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1652.

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Maksimenko, Natalia. To the Question of Formation of Competences for the Safety of Life of Students with Intellectual Disabilities. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2261.

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